AS THE global community continues to grapple with the escalating effects of climate change, international platforms such as the Conference of the Parties remain significant arenas where world leaders, academics and practitioners convene to discuss commitments, review progress and reaffirm pledges toward climate justice. These forums, particularly since the adoption of the Paris Agreement in 2015, have been instrumental in setting financial and technical targets for reducing emissions and strengthening adaptation. Yet, a troubling paradox persists 鈥� despite regular gatherings and an ever-expanding catalogue of pledges, the climate crisis intensifies.
The increasing severity of climate-induced disasters and environmental degradation begs critical reflection. Are the shortcomings a result of flawed strategies or inefficient implementation? To an extent, yes. Gaps in operational planning, uneven distribution of resources and the limited effectiveness of climate finance have all undermined progress. However, a deeper, more systemic issue underpins the inertia 鈥� the neglect of individual human responsibility in shaping environmentally sound behaviour and lifestyle choices. No matter how comprehensive policy measures may be, their success hinges ultimately on the engagement and transformation of human conduct at every level of society.
The United Nations Framework Convention on Climate Change, adopted in 1996, clearly acknowledged the role of human activity in driving climate change. Whether intentional or inadvertent, everyday actions 鈥� burning fossil fuels, deforestation, wetland degradation and environmentally insensitive development 鈥� significantly exacerbate the problem. These behaviours stem not only from ignorance but also from a systemic disregard for ecological consequences. As such, reversing this trajectory requires more than international agreements; it demands a radical transformation of individual and collective consciousness.
The often-overlooked reality is that individuals, across all sectors and walks of life, hold a potent role in climate mitigation and adaptation. Whether as business leaders, politicians, farmers, educators, or labourers, each person can contribute meaningfully to protecting the planet 鈥� provided they are equipped with the right knowledge, values and sense of responsibility. Climate change is not only a scientific or political issue; it is a profound behavioural and ethical challenge. The solutions, therefore, must begin with a cultural shift towards responsible living and ecological mindfulness.
Education is central to this shift. Beyond its traditional function of disseminating knowledge, education must become a vehicle for social and emotional learning, environmental ethics and sustainability skills. General education, along with targeted environmental and sustainable development education, can nurture the attitudes and behaviours necessary for planetary stewardship. Embedding these principles in the formative stages of life 鈥� especially during primary and secondary schooling 鈥� can instil deep-rooted respect for ecosystems and prepare future generations to act as custodians of the environment rather than exploiters.
In Bangladesh and other countries of the global south, the stakes are particularly high. While the major contributors to greenhouse gas emissions are located in the global north, the impacts of climate change disproportionately affect the most vulnerable populations in the South. Bangladesh, despite its negligible contribution to global emissions, remains one of the most severely affected countries by climate-related disasters. This stark climate injustice reinforces the need for both local empowerment and global accountability.
Real climate resilience 鈥� whether in rural farming communities or urban settlements 鈥� depends not solely on infrastructure or international funding, but on the informed and conscious actions of individuals. When people understand their role within the broader ecological web, when they treat natural resources with care and when their decisions are grounded in sustainability, climate mitigation becomes a grassroots reality. From climate-smart agriculture to energy-saving business practices, behaviour change is the linchpin of meaningful environmental transformation.
The adoption of the Sustainable Development Goals in 2015, alongside the Paris Agreement, presented a promising synergy 鈥� an opportunity to align environmental protection with inclusive development. Yet, nearly a decade later, progress has stalled. Many targets remain off-track, hindered by the Covid pandemic, geopolitical conflicts and a lack of cohesive implementation. The fate of the Sustainable Development Goals now hangs in the balance, threatening to mirror the underwhelming legacy of the Millennium Development Goals. The problem is not a lack of vision, but a lack of behavioural and systemic alignment with that vision.
Children and youth stand at the heart of this behavioural transformation. Their capacity to learn, adapt and internalise new values makes them the ideal change agents for a sustainable future. Education systems must therefore prioritise climate literacy and ecosystem awareness from the earliest years. Curricula must go beyond textbook knowledge to cultivate emotional intelligence, ecological empathy and critical thinking. Children must be taught not only how ecosystems serve human needs, but how humans must, in turn, serve and sustain those ecosystems.
Unfortunately, in Bangladesh, environmental education remains marginal in primary and secondary curricula. While tertiary education offers some scope for environmental science, it is too late in the educational journey to shape core attitudes. The education ministry must take decisive steps to reform curriculum content, pedagogy and resources to reflect the urgency of climate action. Age-appropriate learning objectives, coupled with teacher training and community engagement, can bridge the current educational gap.
The planet, strained by decades of exploitation, is showing signs of fragility. From rising sea levels and intensifying cyclones to prolonged droughts and erratic weather, the earth appears to be reacting like a patient suffering from a chronic illness. Just as we care for our ageing relatives with empathy and responsibility, we must extend the same duty of care to our shared planetary home. That means transforming our daily practices, not out of fear or obligation, but out of a conscious commitment to environmental harmony.
Climate change is, at its core, a human issue. Its causes are deeply embedded in behaviour and its solutions must follow the same path. Transforming behaviour is neither quick nor easy, but it is the most enduring and effective climate strategy available to us. Through education, awareness and sustained behavioural change, individuals can become the foundation of global climate resilience.
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Md Siddique Ali is a former country director (interim) and programme manager, education, BRAC International in Afghanistan.